Task I: Professional Goal Setting
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their pre-
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes
Framework Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an  Respect and Concern for Students
Individual
 Commitment to Health and Safety
Knowledge of the Learner  Developmental Needs
 Student Diversity
Knowledge of Content  Understanding Subject Matter
Knowledge of Pedagogy  Planning
 Implementation
 Assessment
 Classroom Management and
Organization
 Instructional Materials and Technology
Knowledge of Self as a  Parent and Community Involvement
Teacher and Member of a  Commitment to Teaching
Learning Community  Interpersonal Relations
 Professional Growth and Development
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Description
Knowledge of Self as an Individual
recognizes the educator’s influence in the
lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the learner focuses on an
understanding of growth and development
of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.
Knowledge of Content implies a broad
understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Pedagogical Knowledge includes those
principles and strategies necessary for
effective teaching, including the planning,
implementation, and assessment of
instruction, classroom management and
organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a Teacher and
Member of a Learning Community calls for
a collaboration among teachers, students
and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
 1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

a. Identify the Framework Category to which your goal aligns:

The framework category that my goal falls under is Knowledge of Content.

b. Identify the specific Category Outcome you will use to determine your goal:
The specific category outcome I chose is Understanding Subject Matter.

c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
My goal for this experience is to better understand the content in 6th grade math and be able to reiterate
the key concepts to students and to ensure understanding by them. I chose this to be my goal because Math
hasn’t always been my strongest subject and I would say it is one of the subjects I want to have more
confidence in myself when teaching. Also, there are many new strategies and approaches to teaching math in
the elementary classroom setting that are different from the way I learned math, and I want to learn the new
strategies and be able to teach students in a variety of ways.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
I will make time to look over the content in the textbook prior to lessons to brush up on some math skills
I may have not used in a while. I will watch my cooperating teacher to see how she organizes main ideas and
concepts and then how she explains them to students while teaching the whole group. I will also use my Math
Methods textbook as an additional resource for better understanding of the content and new strategies that I
have not used before.

e. Reflect on your progress/growth toward achieving this goal:

I felt that I made a lot of progress towards my goal of understanding the content in 6th grade math.
Seeing math being taught in a variety of ways every day helped me grow in my math skills; there were
strategies that I have never heard of before that I learned from cooperating teacher, and I was also able to use
my book resources for more ideas and strategies. By the time I taught my observed lesson, I had a lot of
experience teaching other lessons to both 5th and 6th grade classes, which greatly boosted my confidence in
teaching math. I am now aware of more than one way to teach certain concepts in math and I can
communicate these different ways with students.

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Task II: Contextual Information (see rubric for scoring details)

Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.

Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/

**The below information and resource is take, in part, from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.

Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Understanding these factors as they relate to your teaching will help you determine the
instructional strategies and approaches that will support your students’ learning. In this chart, address any
factors listed as they pertain to your teaching assignment. The subcategories listed under each category are
just suggestions; there may be other subcategories that you would like to address, or there may be a
subcategory listed that does not apply to your situation.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students  6th grade

(All subcategories listed in this box are required.)  Ages 11 and 12
Students’ grade and developmental levels; the age range
 Math
of students; the content area being taught; any other  Most students fall into Piaget’s concrete
factors that are pertinent to understanding your class operational stage of cognitive
assignment development
 Some students may be on the verge of
formal operational cognitive development
 IEP = 4 students
Community  Urban community
(e.g., whether the area is urban, suburban, or rural;  Population approximately 27,000
socioeconomic information; census data for the
community)
 Caucasian = 91.3%.
 African Americans = 0.8%
 American Indian = 3.9%
 Asian 1.1%
 Pacific Islanders = 0.5%
 Other = 1.4%
District  District enrollment for K-12 = 449
(e.g., enrollment; percent of students receiving free or students
reduced-priced lunches; graduation rates; ethnicities;
percent of students with IEPs; percent of students who are
 Graduation rate = 95%-100%
ELLs; per-pupil expenditures)  Hispanics = 4%
 Native Americans =1%
 Asian = 1%
 African Americans = 2%
 Pacific Islander = .008%
 Caucasian = 94%
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  Free/Reduced lunches = 14%
 IEP or receive Title I services = 3%

School  Enrollment = 141 students (grades 3rd

(e.g., enrollment; percent of students receiving free or through 6th)
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs; teacher-to-
 Free/Reduced Lunch = 15% ethnicity
student ratio) within the whole school is 92%
 Caucasian = 92%
 Other = 8%
 IEP = 7%
 ELL = none
 Teacher ratio = 18 students to 1 teacher
 Expenditures per student = $8,480

Task III: Instructional Design and Implementation

Objective: Candidates design, implement, and assess one lesson. (see rubric for scoring on each
component)
Complete this task using the Common Lesson Plan Template (below).

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Toriana Mekash
Grade Level: 6th grade
Subject: Math
Date: 3/28/18
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
 6.NS.C.6.b Understand signs of numbers in ordered pairs as indicating locations in quadrants of the
coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are
related by reflections across one or both axes.
 6.NS.C.6.c Find and position integers and other rational numbers on a horizontal or vertical number line
diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

List the Rationale (cite theories or theorists):

I will use explicit instruction (Anita Archer) to introduce the coordinate plane and Vygotsky’s theory of Zone of
Proximal Development (ZPD), which states that at the beginning of a lesson students will not know how to solve the

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problems given to them, but throughout the lesson they learn how to solve with different ways to expand their
knowledge with help from someone else. By the end of lessons, students should be able to practice the skills by
doing independent practice and prove that they understand, or they will understand it with minimal help.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
 Students will be able to determine which quadrant an ordered pair is in based on its signs
 Students will be able to recognize and determine the reflection of an ordered pair
 Students will be able to plot an ordered pair on a coordinate plane

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The objectives for this lesson are appropriate for the students because the students have had enough prior
knowledge to complete the learning objectives. The objectives are also appropriate because there is a Common Core
Standard that is listed for the student to learn and do by the end of 6th grade.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
Within the classroom, the gender ratio of the two 6th grade classes is 11 girls to 15 boys. There are 4 students that
are considered special needs in the classes. The percentage of Caucasian students is about 95%

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
The students within the classroom that I was placed in have various learning traits and different levels of multiple
intelligence (Howard Gardner). Some students need to be near the board or teacher to ensure they stay on track and
so they are more likely to ask any questions they may have.

List the materials/resources you will need to teach the lesson.

 Pre-assessment/post assessment quiz

 Promethean Board
 Math Workbook
 Pencil
 Illuminations game https://illuminations.nctm.org/Activity.aspx?id=5087

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
I will use a Promethean board to show multiple examples to students, and to allow students to practice and show
their work to classmates on the board. This will enhance student learning because students may see a different
strategy used by a classmate and will encourage different ways of thinking.

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *

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I have a few students that usually have the special education teacher with them in the room; these students will
have more one-on-one attention during the lesson and independent practice. Those students will also be given
fewer problems to do for homework.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

I will use a 12-question quiz as a pre-assessment and I will administer the assessment two days before my lesson to
test and see what the students may already know before I give the lesson.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
The results of the pre-assessment will guide me in creating the rest of my lesson and will show me what
material students already know, and what I will have to go over in detail during my lesson. I had three
students that got a 70% or better on the pre-assessment, but most of the class got 60% or below. The pre-
assessment showed me two things I really need to stress during my lesson: the quadrants in a coordinate
plane and what it means to reflect over the x or y axis.

Coordinate Planes Pre-Assessment

90%
80%
70%
SCORE (PERCENTAGE)

60%
50%
40%
30%
20%
10%
0%
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26

STUDENT

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

When we go over problems on the board, I will instruct all students to do the problem in their own workbook while
one student does the problem on the board. I will walk around the room while students are working on independent
practice to answer any questions they may have and monitor or redirect any off-task behavior.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)

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Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
 I will introduce the lesson by discussing a town map on a coordinate plane and I will ask students to
identify the distance between different buildings on the map
 I will show students a coordinate plane and explain that it is formed when two number lines (one
vertical and one horizontal) intersect at their zero point; the horizontal number line is called the x
axis and the vertical number line is called the y axis
 I will show students that a coordinate plane is made up of four quadrants; the quadrants are
labeled with roman numerals (I, II, III, and IV) and they are named in a counter clockwise way;
quadrant I starts in the top left quadrant because both the x and y coordinate are positive in that
quadrant
 Next, I will explain students that x is always first in an ordered pair (x, y) and we will identify an
ordered pair and its quadrant on the board
 I will ask students what they think of when they hear “reflections” and then show them what a
reflection looks like on a coordinate plane (over the x-axis and over the y-axis)

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
 We will do the guided practice problems from the book on the promethean board as a class;
students will take turns coming up to the board to complete a problem
 As a class on the promethean board, we will complete an activity called “Plotter Penguin” from the
website Illuminations
 Students will take turns coming to the board to complete a problem; the goal is to move the
penguin across the coordinate plane to catch the fish, and students need to come up with the
correct ordered pair to do so

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
 Students will be assigned the odd problems on pages 399-401 of their workbook to complete for
the next day, but they will be given the remainder of the period to get started on their work and
ask any question that may arise

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
 I will pass out one sticky note to each student as they are working on their assignment and then I
will ask them to write their name on the sticky note and one new thing that they learned today
 This will be their exit ticket to leave class

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

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The post assessment will be given the next day during the math lesson. The Pre/Post- Assessment is attached below:

Coordinate Planes
1. The coordinates for the origin in a coordinate plane are

( , ).

2. The direction of the X axis is _________________.

(circle one) Vertical Horizontal

3. Place the correct letters in the ordered pair:

( , )

4. If both coordinates are negative, what quadrant is the ordered pair in?

5. The vertical line in the coordinate plane is called what?

6. If an ordered pair has a positive x and negative y, which quadrant is the ordered pair in?

7. If an ordered pair is (4, 2), what is its reflection over the X-axis?

( , )

8. If an ordered pair is (-3, 5) what is its reflection over the Y-axis?

( , )

9. Label quadrants I, II, III, and IV on the coordinate plane below:

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Use the coordinate plane below for the following questions:

10. Graph and label each point on the coordinate plane:

a. M (0, 3)

b. R (-3, 4)

11. Which letter matches the

coordinate (-6, -5)?

12. Which letter matches the

coordinate (0, 7)?

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

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 Every student earned a better score on their post assessment compared to their pre-assessment. Each student made
strides towards the learning objectives and some students made huge gains from the lesson. One question that I
found some students still struggled with was the question on reflections; because of this, I went over reflections
again in the next lesson that I taught to be sure to clear up any confusion or answer questions students may still
have about reflecting over the x and y axis.

Coordinate Plane Quiz

100%
90%
80%
SCORE (Percentqge)

70%
60%
50%
40%
30%
20%
10%
0%
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
STUDENT

Pre-Assessment Post Assessment

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.

Two instructional strategies that I used that I believe made a positive impact on my lesson are the use of exit slips
and using the “thumbs up” strategy instead of raising hands when students know an answer. The exit slips allowed
me to see what each individual student took away from the lesson, and I received great feedback from the students.
The thumbs up strategy allowed all students to have think time and be able to form an answer in their head; one of
the students who generally doesn’t raise her hand with an answer had the time to think through the problem and
her face lit up when she was able to put her thumb up because she had the time to find the answer. This was really
rewarding for me to see. I thought my online game was very interactive and went great during my lesson; students
were engaged, and it made them really think about what they had just learned about coordinate planes.

In the video I noticed that during half of the lesson I mainly stayed on one side of the room. The side I was on had
students that I needed to help a little more, but I still need to work on moving around the whole classroom. I
thought I did a really good job playing close attention to one student who was struggling some, but after grading the
post test and watching the video I noticed another student that I could have helped a little more throughout the
lesson because he seemed a little confused afterwards. I want to do a better job paying closer attention to students
to watch for signs of struggling or confusion; I think this will be easier when I know the students better and spend
more time with them, but it is still something that I want to be aware of.

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 Two things that I would do differently if I were to teach this lesson again would be to state the objectives explicitly
and clearly to the students at the beginning of the lesson, and to talk about how this relates to students’ lives. If I
had more time, or extended this lesson into another day, I would also have students play the Plotter Penguin game
individually on the iPads after we go through a practice round on the Promethean board; the game took longer than
I expected it to take as a whole group and students would get more opportunities playing the game individually.

Teacher Work Sample Scoring Rubric

Pre-Student Teaching Experience

Teacher Candidate Name:_________________________________________________________________

Semester: Spring Fall Year 20____
Grade/Subject Area______________________________________________________________________

Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate identifies one Candidate identifies one goal Candidates identifies one Candidate does not
well-planned goal and and communicates goal but does not identify a well-planned
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.
Candidate provides an
Candidate provides a action plan for the Candidate provides an Candidate does not
detailed action plan for the achievement of the goal and action plan for the provide an action plan for
achievement of the goal and cites resources s/he will use achievement of the goal the achievement of the
Professional Goal cites any specific resources to enhance goal but needs to work to goal.
Setting and Reflection s/he will use to enhance goal achievement efforts. develop a more specific
achievement efforts. list of resources to be Candidate is not clearly
Candidate effectively used for achievement of able to reflect on his/her
Candidate is highly effective communicates any that goal. performance in the area
at communicating any progress/growth made of goal
progress/growth made toward the goal in the Candidate’s reflection on setting/achievement.
toward the goal in the reflection. goal achievement is
reflection. minimal and needs
development.
Task II: Contextual Information
Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate clearly identifies Candidate identifies several Candidate identifies very Candidate does not
numerous contextual factors contextual factors contextual few contextual factors identify the contextual
which may impact the factors which may impact the which prohibits his/her factors.
instructional strategies, strategies, approaches, and ability to fully recognize
approaches, and assessments used to any impact those factors
Contextual Factors assessments used to support support their students’ would have had on
their students’ learning. learning. potential strategies,
approaches, and
assessments used to
support their students’
learning.
Task III: Instructional Design and Implementation
Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work

11 | P a g e

Lesson contains evidence of
setting measurable
objectives that are clearly
aligned with specific state
and/or national standard(s).
Lesson allows for numerous
connections across the
Standards/Objectives curriculum which serve to
build understanding, and
encourage application to real
world issues.
Incorporates a well-aligned
pre-assessment to measure
students’ prior knowledge of
the learning objective and
purposefully utilizes the
results to inform
planning/instruction for the
lesson and post assessment.
Includes copies of the Pre-
Assessment and Post-Assessments used.
Includes a copy of a high
quality key/product to show
desired outcome.
Purposefully and consistently
incorporates the use of
available technology to
further enhance instruction in
ways that authentically
engage all students in the
learning experience. For
Technology cases where technology is
not utilized, candidate
provides a logical
explanation.
Purposefully adjusts
instruction during lesson
planning and implementation
in order to significantly meet
all of the identified needs of
individuals, small groups or
Accommodations the class by including
specific methods of
differentiation,
accommodations and
modifications.
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Lesson contains evidence of
setting measurable
objectives that are aligned
with specific state and/or
national standard(s).
Lesson allows for
connections across the
curriculum which serve to
build understanding, and
encourage application to real
world issues.
Incorporates a pre-
assessment to measure
students’ prior knowledge of
the learning objective and
somewhat utilizes the results
to inform planning/instruction
for the lesson and post
assessment.
Includes copies of the Pre-
and Post-Assessments
used.
Includes a copy of a
key/product to show desired
outcome.
Incorporates the use of
available technology to
somewhat enhance
instruction in ways that
engage most of the students
in the learning experience.
For cases where technology
is not utilized, candidate
provides an explanation.
Adjusts instruction during
lesson planning and
implementation in order to
meet some of the identified
needs of individuals, small
groups or the class by
including general methods of
differentiation,
accommodations and
modifications.
lesson contains minimal
evidence of setting
measurable objectives
that are only somewhat
aligned with specific
state and/or national
standard(s).
Lesson allows for very
few connections across
the curriculum which do
not build understanding,
nor encourage
application to real world
issues.
Incorporates a pre-
assessment which
partially measures
students’ prior
knowledge of the
learning objective but
fails to adequately utilize
the results to inform
planning/instruction for
the lesson and post
assessment.
Includes copies of the
Pre- and Post-
Assessments used.
Includes a copy of a
key/product to show
desired outcome.
Is still developing the
ability to incorporate the
use of available
technology to enhance
instruction in ways that
engage the students in
the learning experience.
For cases where
technology is not utilized,
candidate provides an
explanation.
Attempts to adjust
instruction during lesson
planning and
implementation but the
differentiated instruction,
accommodations and
modifications used do
not fully meet the
identified needs of
individuals, small groups
or the class.
1
Lesson contains no
evidence of setting
measurable objectives
and are not aligned with
specific state and/or
national standard(s).
Lesson allows for no
apparent connections
across the curriculum;
students are not able to
build an understanding or
apply to real world issues.
Does not incorporate
evidence of a pre-
assessment to measure
students’ prior knowledge
of the learning objective.
Does not include copies
of the Pre- and Post-
Assessments used.
Does not include a copy
of a key/product to show
desired outcome.
Does not incorporate the
use of available
technology to enhance
instruction nor provide an
explanation for why
technology is not utilized.
Does not adjust
instruction during lesson
planning and
implementation in order to
meet the identified needs
of individuals, small
groups or the class. No
differentiation,
accommodations and
modifications present.
 Numerous
management/motivational
strategies are clearly
identified and rationale
provided for how these
Management strategies serve to
significantly enhance both
student engagement and
learning.
Purposefully activates
student interest by
consistently including a
highly-effective/engaging
introduction and closing.
Effectively introduces and
repeatedly reinforces the
learning objective(s) so that
students are cognizant of
expected outcomes.
Presents all content in a
sequential manner and
provides numerous
opportunities for modeling
and practicing the skills and
content needed to meet the
learning objective(s).
Lesson Consistently checks for
Implementation student understanding
throughout the entire lesson
(I Do/We Do/You Do) cycle and provides detailed
evidence of re-
teaching/remediation where
necessary.
Includes numerous detailed
reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are supported by
relevant theory/research that
is clearly cited).
Includes professional-quality
table/charts/graphs which
clearly show post
assessment results (and pre-
post comparison if
applicable)
Analyzes
Provides detailed description
of the post assessment
results which thoroughly
addresses all of the following
items :
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Management and
motivational strategies are
identified and rationale is
provided for how these
strategies enhance student
engagement and learning.
Activates student interest by
including an
effective/engaging
introduction and closing.
Introduces and reinforces
the learning objective(s) so
that students are cognizant
of expected outcomes.
Presents all content in a
sequential manner and
provides opportunities for
modeling and practicing the
skills and content needed to
meet the learning
objective(s).
Checks for student
understanding throughout
most of the lesson cycle and
provides evidence of re-
teaching/remediation where
necessary.
Includes reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are somewhat
supported by relevant
theory/research that is cited).
Includes average-quality
table/charts/graphs which
show post assessment
results (and pre-post
comparison if applicable)
Provides a description of the
post assessment results
which somewhat addresses
most of the following items:
Management and
motivational strategies
are not clearly identified
and rational is lacking
evidence of how these
strategies fully serve to
enhance student
engagement and/or
learning.
Attempts to activate
student interest but
needs to work to develop
a more effective lesson
opening and closing.
Needs to be more
purposeful about
introducing and
reinforcing the learning
objective so that the
students are cognizant of
expected outcomes.
Content is not always
presented in a sequential
manner and candidate
needs to provide more
opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Checks for student
understanding
throughout most of the
lesson cycle and
provides little evidence of
re-teaching/remediation
where necessary.
Includes reasons for why
the instructional
strategies and learning
activities chosen for the
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes poor-quality
table/charts/graphs
which do not clearly
show post assessment
results (or pre-post
comparison if applicable)
Provides a weak
description of the post
assessment results
which does not
adequately address the
following items:
Management and
motivational strategies to
enhance student
engagement and learning
are not identified.
There are no clear
attempts to activate
student interest.
Candidate does not
include evidence of an
effective opening and/or
closing.
Learning objective is not
reinforced throughout the
lesson.
Content is not presented
in a sequential manner
and candidate does not
provide evidence of
allowing opportunities for
modeling and practicing
the skills and content
needed to meet the
learning objective(s).
Candidate does not check
for student understanding
throughout the lesson
cycle and there is no
evidence of re-teaching
/remediation.
Does not includes
reasons for why the
instructional strategies
and learning activities
chosen for the lessons
are developmentally
appropriate (claims are
not at all supported by
relevant theory/research
nor sufficiently cited).
No quality
table/charts/graphs which
show post assessment
(and/or pre) results.
Does not provide a
description of the post
assessment results is
weak and illogical and
does not address all of
the following items:
 students’ progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post assessment
results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
Identifies, describes, and
explains more than two
relevant successful teaching
Lesson Reflection:
strategies and provides
Successes detailed supporting evidence
for why they were effective.
Identifies and describes more
than two challenges
Lesson Reflection: encountered throughout
lesson.
Challenges
Identifies and describes more
than two significant ideas for
Lesson Reflection: redesigning the lesson and
Improvements provides full details to
support the redesign.
Overall Professional Quality of Teacher Work Sample
Components Advanced/Excellent
4 3
Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Paper is well organized with
clarity of thought and
purpose.
Writing Skills Conventions:
Writing has very few errors in
spelling, grammar,
punctuation, and/or sentence
structure.
Overall Quality:
Professionally written, high-
quality paper.
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students’ progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
Identifies, describes, and
explains two successful
teaching strategies and/or
provides supporting
evidence for why they were
effective.
Identifies and describes two
challenges encountered
throughout the lesson.
Identifies and describes two
ideas for redesigning the
lesson and provides details
to support the redesign.
Proficient/Competent
Content Organization:
All formatting requirements
followed: (Cover page,
references/credits, font and
spacing, anonymity)
Paper is organized.
Conventions:
Writing has only occasional
errors in spelling, grammar,
punctuation, and/or sentence
structure, but does not
significantly detract from
overall quality.
Overall Quality:
Adequately written, average
quality paper.
students’ progress
toward mastery of the
objectives from pre-to-
post
factors that may have
affected the post
assessment results
how the results of the
post assessment
highlight what areas of
the lesson will require re-
teaching (if any)
Identifies, describes, and
explains only one
successful teaching
strategy and/or provides
only minimal supporting
evidence for why it was
effective.
Identifies and describes
only one challenge
encountered throughout
the lesson.
Identifies and describes
one idea for redesigning
the lesson and provides
very minimal details to
support the redesign.
Basic/Developing
2 Needs Work
Content Organization:
Most formatting
requirements followed:
(Cover page,
references/credits, font
and spacing, anonymity)
Paper is somewhat
organized but candidate
needs to continue to
develop communicating
thought and purpose.
Conventions:
Writing has frequent
errors in spelling,
grammar, punctuation,
and/or sentence
structure, and this
somewhat detracts from
overall quality.
Overall Quality:
Writing and quality of
paper are in
development but
students’ progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post
assessment results
how the results of the
post assessment highlight
what areas of the lesson
will require re-
Fails to adequately
identify, describe, or
explain successful
teaching strategies and
provides no supporting
evidence.
Fails to adequately
identify, describe, or
explain challenges
encountered throughout
lesson.
Fails to identify and
describe an idea for
redesigning the lesson
and/or provides no details
to support the redesign.
Below Basic/
1
Content Organization:
Few formatting
requirements were
followed: (Cover page,
references/credits, font
and spacing, anonymity)
Paper requires much
better organization of
content and candidate
needs to significantly
develop in the area of
communicating thought
and purpose.
Conventions:
Writing has numerous
errors in spelling,
grammar, punctuation,
and/or sentence
structure, errors which
significantly detract from
overall quality.
Overall Quality:
Poorly written, low-quality
paper. Resubmission
required.
 resubmission is not
required.

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